Print, laminate, and cut enough cards for as many sets as you mayneed. Store in sandwich baggies or with a rubber band to keepsets together. If a card gets separated from its group, they arecolor-coded for easy regrouping.
Using formative assessment data, assign students the set ofcards that best fit their area for growth. Then follow thedirections below
: Give each student their set of cards. Set a timer and havestudents try to get as far as they can in 15-30 seconds (depending onyour class). Have them record how many cards they got in order whenthe timer went off. Repeat the exercise, challenging students to beattheir number.
Have students work in partners to time oneanother. The first student should put their cards in order while theirpartner times them. When they are done, have the student record theirtime on a post-it note or other sheet. Then switch jobs. Each partnershould go twice, trying to beat their own time working on their own setof facts.
: Bring a group of students who have the samearea of need together (x8 facts for example), have them worktogether to solve the puzzle. For added challenge have them work thepuzzle from the finish to the start. The group can work together,untimed. Have the students record each fact in their math journal sothey get the experience writing the number sentence as well, includingthe answer. After you have had several opportunities to practice witha group (for 5-10 minutes per time). Allow them to start timingthemselves, or racing to beat the time. One fun way to do this is tohave each student start when the student before them puts the laststrip down to see how fast the WHOLE group can solve.